Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Reading Doesn't Matter Anymore: Shattering the Myths of Literacy

reviewed by Gloria E. Jacobs - January 25, 2007

coverTitle: Reading Doesn't Matter Anymore: Shattering the Myths of Literacy
Author(s): David Booth
Publisher: Pembroke Publishing, Markham, ON
ISBN: 978-1571104922 , Pages: 176, Year: 2006
Search for book at Amazon.com

Notions of what counts as literacy have been long debated by literacy scholars, teacher educators, policy makers, teachers, and parents. Arguments like those over sociocultural models of literacy acquisition versus psycholinguistic models, phonics instruction versus whole language instruction, or the use of popular media in the classroom are all symptoms of underlying differences in epistemological understandings of what makes a text a text, what it means to be literate, and why those questions matter. Although scholars within the New Literacy Studies in particular have explored these issues for several decades, the majority of articles and papers have been geared to the academic rather than to the practitioner. David Booth, professor emeritus at the Ontario Institute for Studies in Education, University of Toronto, attempts to address the need for a clearly articulated argument in favor of a broader view of literacy in his book, Reading Doesn’t Matter Anymore: Shattering the Myths of... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Reading Doesn't Matter Anymore: Shattering the Myths of Literacy
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: January 25, 2007
https://www.tcrecord.org ID Number: 12935, Date Accessed: 4/10/2021 4:11:39 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Gloria Jacobs
    St. John Fisher College
    E-mail Author
    GLORIA E. JACOBS is an assistant professor of literacy at St. John Fisher College. Her research focuses on adolescent use of digital literacies and how we can use student knowledge of literacy practices outside of school to inform the literacy learning that goes on inside of school. She has published in the Journal of Literacy Research, Reading Research Quarterly, and has chapters forthcoming in the Handbook of New Literacies edited by C. Lankshear, M. Knobel, D. Leu, & J. Coiro and Working with/in the Local: New Directions in Literacy Research for Political Action and Social Change edited by C. Clark, & M. Blackburn.
Member Center
In Print
This Month's Issue